NURS 6541 GETTING STARTED WITH PEDIATRICS AYESHA ESSAY
NURS 6541 GETTING STARTED WITH PEDIATRICS AYESHA ESSAY
NURS 6541 GETTING STARTED WITH PEDIATRICS AYESHA ESSAY
Getting Started With Pediatrics
My communication skills are one of my greatest strengths in relation to pediatrics and the role of a Family Nurse Practitioner (FNP). When communicating with children and their families, I can apply key communication elements like establishing rapport, creating a trustful relationship, listening actively, and providing appropriate feedback. In addition, I can show respect and convey empathy to patients and their families while establishing and maintaining professional boundaries (Maaks et al., 2020). I can also use various ways to communicate with children, like humor, play, drawing, writing, and storytelling.
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Nevertheless, I encounter challenges when breaking bad news, especially to parents when a child is diagnosed with a terminal illness or after conveying news about death. I often fear that the parents will blame me for their child’s demise based on my experience with parents who became aggressive toward the healthcare team. I have learned that clear and empathic communication is crucial when breaking bad news (Francis & Robertson, 2022).
One of the career goals and objectives that I wish to attain during this course is providing family-centered care (FCC). I aspire to facilitate family professional collaboration at all levels of hospital, home, and community care of an individual child. This will be achieved through program development, implementation, evaluation, and policy formation (Hengeveld et al., 2021). In addition, I wish to incorporate into policy and practice the recognition and honoring of cultural diversity, strengths, and individuality within and across all families (Terp et al., 2021). In this course, I will work towards promoting ethnic, racial, spiritual, social, economic, educational, and geographic diversity. Furthermore, I aim to advocate for a policy that will ensure that hospital, home, and community services and support systems for children needing special health and developmental care are flexible, accessible, and comprehensive in responding to diverse family-identified needs.
References
Francis, L., & Robertson, N. (2022). Healthcare Practitioners’ Experiences of Breaking Bad News: A Critical Interpretative Meta Synthesis. Patient Education and Counseling, 107574. https://doi.org/10.1016/j.pec.2022.107574
Hengeveld, B., Maaskant, J. M., Lindeboom, R., Marshall, A. P., Vermeulen, H., & Eskes, A. M. (2021). Nursing competencies for family-centred care in the hospital setting: A multinational Q-methodology study. Journal of advanced nursing, 77(4), 1783–1799. https://doi.org/10.1111/jan.14719
Maaks, D. G., Starr, N., Brady, M., Gaylord, N. Driessnack, M., & Duderstadt, K. (Eds.). (2020). Burns’ pediatric primary care (7th ed.). Elsevier.
Terp, K., Weis, J., & Lundqvist, P. (2021). Parents’ Views of Family-Centered Care at a Pediatric Intensive Care Unit-A Qualitative Study. Frontiers in pediatrics, 9, 725040. https://doi.org/10.3389/fped.2021.725040
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GETTING STARTED WITH PEDIATRICS
Primary care of children from newborns to those on the cusp of adulthood requires considerable knowledge, as well as the finesse to manage parents and families of all types, and the changing needs, attitudes, and independence of young people as they grow and mature. Considering that this week—in fact, this entire first module—is focused on growth and development, it is fitting for you to reflect on your current and anticipated growth and development in advanced nursing, and specifically, in pediatric care. When you made your decision to pursue training as a Family Nurse Practitioner, how did pediatrics factor in your thinking? Is the opportunity to work with children and adolescents a strong motivator, or does it rank for you as more of a concern?
As you get started with this course, take time to reflect on your present capacity as you prepare to immerse yourself in the requirements of pediatric care as a nurse practitioner. How can you benefit most from this course, and how can it further you along the professional path you have chosen or in achieving your career goals?
This Discussion can be a catalyst for self-assessment and offer valuable insights from your colleagues. It is also an opportunity to get to know them and to introduce yourself, in anticipation of further interaction as you engage in the course i-Human Assignments.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
LEARNING RESOURCES
Required Readings
Maaks, D. G., Starr, N., Brady, M., Gaylord, N. Driessnack, M., & Duderstadt, K. (Eds.). (2020). Burns’ pediatric primary care (7th ed.). Elsevier.
Chapter 5, “Child and Family Assessment” (pp. 39–44)
Chapter 6, “Cultural Considerations for Pediatric Primary Care” (pp. 45–55)
Chapter 8, “Principles of Developmental Management of Children” (pp. 63–72)
Chapter 14, “Introduction to Health Promotion and Health Protection” (pp. 161–163)
Chapter 20, “Sleep ” (pp. 281–292)
Chapter 21, “Sexuality, Sex, and Gender Identity” (pp. 293–305)
Chapter 32, “Congenital and Inherited Disorders” (pp. 511–519)
Chapter 44, “Common Pediatric Injuries and Toxic Exposures” (pp. 919–939)
National Association of Pediatric Nurse Practitioners, Professional Issues Committee. (2019). NAPNAP position statement on age parameters for pediatric nurse practitioner practiceLinks to an external site.. Journal of Pediatric Healthcare, 33(2), A9–A11. https://doi.org/10.1016/j.pedhc.2018.10.007
U.S. Department of Health and Human Services. (2020). Healthy people 2020 topics and objectivesLinks to an external site.. https://www.healthypeople.gov/2020/topics-objectives
Required Media
Course Welcome
Dr. Dawn Garzon discusses the importance of primary care for children and adolescents. (4m)
i-Human Patient Cases. (2014).
You will access i-Human from the Access i-Human link located in the Start Here module.
You are HIGHLY encouraged to explore this practice case to become familiar with the i-Human Patients interface and transition to a virtual patient encounter. (No grade will be assigned, but it must be completed in Week 1 in order to receive feedback.)
To prepare:
Review this week’s Learning Resources, and particularly Chapters 5, 6, 8, and 14 of the Burns’ Pediatric Primary Care text.
Consider the roles and responsibilities of a nurse practitioner providing pediatric primary care. Work to define the strengths you bring to the position of Family Nurse Practitioner and the challenges you face.
Reflect on this course and what you expect to learn and do, such as by reviewing the course description, outcomes, and course introduction. Consider how the next 11 weeks can help build your strengths and address your challenges.
Also consider your career goals and objectives and how this course can support and/or further them. Be detailed in your thinking.
BY DAY 3 OF WEEK 1
Post a brief introduction of yourself that includes an explanation of your strengths and challenges as they apply to pediatrics and the role of a Family Nurse Practitioner. Also explain your career goals and objectives, and how your work in this course can help to accomplish those goals and objectives as a Family Nurse Practitioner. Use your research to support your explanations by providing credible and scholarly sources.
Read a selection of your colleagues’ responses.
BY DAY 6 OF WEEK 1
Respond to at least two of your colleagues’ posts on two different days by offering suggestions or resources to help your colleagues in addressing their professional strengths, challenges, or career goals and objectives. Use your research to support your suggestions. Provide at least 3 credible and current scholarly sources.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!
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NRNP_6541_Week1_Discussion_Rubric
NRNP_6541_Week1_Discussion_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMain Posting:Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 to >39.0 pts
Excellent
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least 3 current credible sources.
39 to >34.0 pts
Good
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least 3 current credible references.
34 to >30.0 pts
Fair
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with fewer than 2 credible references.
30 to >0 pts
Poor
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only 1 or no credible references.
44 pts
This criterion is linked to a Learning OutcomeMain Posting:Writing
6 to >5.0 pts
Excellent
Written clearly and concisely. Contains no grammatical or spelling errors. Further adheres to current APA manual writing rules and style.
5 to >4.0 pts
Good
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.
4 to >3.0 pts
Fair
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.
3 to >0 pts
Poor
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
6 pts
This criterion is linked to a Learning OutcomeMain Posting:Timely and full participation
10 to >8.0 pts
Excellent
Meets requirements for timely, full, and active participation. Posts main Discussion by due date.
8 to >7.0 pts
Good
Posts main Discussion by due date. Meets requirements for full participation.
7 to >6.0 pts
Fair
Posts main Discussion by due date.
6 to >0 pts
Poor
Does not meet requirements for full participation. Does not post main Discussion by due date.
10 pts
This criterion is linked to a Learning OutcomeFirst Response:Post to colleague’s main post that is reflective and justified with credible sources.
9 to >8.0 pts
Excellent
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 to >7.0 pts
Good
Response has some depth and may exhibit critical thinking or application to practice setting.
7 to >6.0 pts
Fair
Response is on topic, may have some depth.
6 to >0 pts
Poor
Response may not be on topic, lacks depth.
9 pts
This criterion is linked to a Learning OutcomeFirst Response:Writing
6 to >5.0 pts
Excellent
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in Standard, Edited English.
5 to >4.0 pts
Good
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in Standard, Edited English.
4 to >3.0 pts
Fair
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.
3 to >0 pts
Poor
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
6 pts
This criterion is linked to a Learning OutcomeFirst Response:Timely and full participation
5 to >4.0 pts
Excellent
Meets requirements for timely, full, and active participation. Posts by due date.
4 to >3.0 pts
Good
Meets requirements for full participation. Posts by due date.
3 to >2.0 pts
Fair
Posts by due date.
2 to >0 pts
Poor
Does not meet requirements for full participation. Does not post by due date.
5 pts
This criterion is linked to a Learning OutcomeSecond Response:Post to colleague’s main post that is reflective and justified with credible sources.
9 to >8.0 pts
Excellent
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 to >7.0 pts
Good
Response has some depth and may exhibit critical thinking or application to practice setting.
7 to >6.0 pts
Fair
6 to >0 pts
Poor
Response may not be on topic, lacks depth.
9 pts
This criterion is linked to a Learning OutcomeSecond Response:Writing
6 to >5.0 pts
Excellent
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
5 to >4.0 pts
Good
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.
4 to >3.0 pts
Fair
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.3 to >0 pts
Poor
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
6 pts
This criterion is linked to a Learning OutcomeSecond Response:Timely and full participation
5 to >4.0 pts
Excellent
Meets requirements for timely, full, and active participation. Posts by due date.
4 to >3.0 pts
Good
Meets requirements for full participation. Posts by due date.
3 to >2.0 pts
Fair
Posts by due date.
2 to >0 pts
Poor
Does not meet requirements for full participation. Does not post by due date.
5 pts
Total Points: 100
SYLLABUS
STUDENT SUPPORT AND CALENDAR INFORMATION
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:
This Syllabus
Course Calendar
Support Resources
CREDIT HOURS
3 quarter hours in 11 weeks
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.
COURSE DESCRIPTION
How can a nurse practitioner master the art and science of clinical decision making among pediatric populations? This course provides students with the opportunity to answer this question as they examine content related to the primary healthcare of pediatric patients, from newborn through adolescence (up to age 21), while focusing on growth and development, health promotion, and common primary care health problems. Students learn how to identify, diagnose, and manage these problems. They also gain confidence in clinical experience in a primary healthcare setting that provides opportunities to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses commonly found in children and adolescents.
COURSE PREREQUISITES
NURS 6501: Advanced Pathophysiology
NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
NURS 6521: Advanced Pharmacology
NRNP 6531: Primary Care of Adults Across the Lifespan
COURSE OUTCOMES
By the conclusion of this course, you should be able to:
Analyze professional growth and development related to advanced nursing practice in pediatric care
Evaluate health conditions for pediatric patientsAssess growth and development and psychosocial issues that impact pediatric patients
Recommend evidence-based care strategies and wellness education for pediatric patients and their families
Formulate differential diagnoses and management of treatment plans for pediatric patients and families
Analyze evidence-based strategies for comprehensive pediatric patient management (i.e., diagnostic and laboratory procedures, pharmacological management, and referral with specialty providers)
Analyze the impact of culture on the treatment and management of health conditions and growth and developmental issues
Synthesize key terms, principles, and concepts related to the primary care of pediatric patients
COLLEGE OF NURSING ALIGNMENT OF LEARNER OUTCOMES
Click on the following link to access the College of Nursing Alignment of Learner Outcomes:
Document: NRNP 6541 College of Nursing Alignment of Learner Outcomes (PDF)Download NRNP 6541 College of Nursing Alignment of Learner Outcomes (PDF)
COURSE MATERIALS
Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.
COURSE TEXT
Maaks, D. G., Starr, N., Brady, M., Gaylord, N. Driessnack, M., & Duderstadt, K. (Eds.). (2020). Burns’ pediatric primary care (7th ed.). Elsevier.
Note: If the print editions of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If electronic versions are listed, no print versions are available.
Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week and within the Course Schedule.
MEDIA
Assigned course media elements are found within the weekly Learning Resources pages and are available via a streaming media player or a hyperlink to the individual item.
PRIMARY AND SECONDARY SOURCES
Review the following information prior to selecting resources for assignments.
Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.
Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually is noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.
Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past 5 years.
Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.
COURSE ASSIGNMENTS
1. Participation in weekly Discussion: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week that a Discussion is assigned by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in each Discussion area.
Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
2. Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the Assignments. In grading the required Assignments, your Instructor will be using rubrics located in each Assignment area.
Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible outside and course-specific resources (i.e., video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.
3. Exams: No outside resources, including books, notes, websites, or any other type of resource, are to be used to complete the exams. You are expected to comply with Walden University’s Code of Conduct.
